The aim was to determine whether transdisciplinarity is integrated into physiotherapy curricula, and whether the techniques employed align to the notion of transdisciplinary education. By using quantitative and qualitative analysis methods, we highlight discrepancies between belief and implementation and offer insights into the need for greater integration.
An online survey was conducted during The European Network of Physiotherapy in Higher Education (ENPHE) conference in Warsaw, September 2024. The aim of this conference was to connect physiotherapy education stakeholders, to drive forward trans-European developments in curricula. Questions were framed to determine whether transdisciplinary teaching was employed in curricula, to what extent, and how, open and closed questions were used.
Quantitative analysis involved frequency distribution to assess how many respondents believed their curriculum included transdisciplinary approaches, as well as the percentage of curriculum they perceived as transdisciplinary. Course names provided by respondents were analyzed quantitatively to determine how many truly aligned with transdisciplinary principles. In addition, qualitative thematic coding was applied to categorize these courses as interprofessional, interdisciplinary, or transdisciplinary, using established definitions. Thematic gap analysis was then performed to assess whether the examples offered by respondents truly reflected a transdisciplinary approach, in which disciplines from beyond healthcare are integrated to address complex societal and technological challenges.
Eighty responses were received representing a variety of European physiotherapy courses, 61.25% of participants believed their curriculum contained transdisciplinary elements. However, 76.25% of these participants reported that only 0-10% of their curriculum was transdisciplinary. Furthermore, the course examples provided largely represented interprofessional or interdisciplinary approaches, where collaboration occurs within or across closely related healthcare disciplines, rather than true transdisciplinary collaboration. No course examples explicitly involved the integration of knowledge from vastly different fields, to solve complex real-world challenges. The qualitative analysis confirmed that a very small fraction of the examples reflected a transdisciplinary approach as defined by the convergence of unrelated disciplines.
Data demonstrate a significant gap between the perception of transdisciplinary education and its actual implementation in physiotherapy curricula. While most respondents reportedly engaged in transdisciplinary learning, examples provided reflected only interprofessional or interdisciplinary collaboration. This disconnect highlights the need for curriculum reform, where true transdisciplinary principles are included to address contemporary healthcare challenges.
Transdisciplinary approaches can better align physiotherapy education with contemporary practice demands, including the integration of emerging technologies, socio-political considerations, and cultural competence. This shift will ensure physiotherapists are equipped to take on leadership roles in broader societal contexts, influencing healthcare policy and contributing to sustainable living initiatives.
Healthcare innovation
Physiotherapy curriculum
